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facts of the findings are an irony. Parents should
have a role to create a conducive learning
environment for students in the family environment:
creating a home-learning culture, prioritizing tasks
directly related to education, encouraging children to
be active in school activities and organizations,
Providing opportunities for children to develop
ideas, ideas, and activities that support learning
activities, create democratic situations, provide
adequate learning facilities, in accordance with the
ability of parents and school needs.
“From the community factor, they involved in
student activities directly such as Camp activities
and green walk (interviewed, July 4, 2017)”.
This study indicates that the role of society in
education has not been maximized. As explained by
Cohen and Uphoff (in Hermanto, 2014) that
community participation in development starts from
the decision-making stage, the implementation of
decisions, the enjoyment of results, and the
evaluation of activities. The role of the community is
not merely to know and give permission but from
planning to evaluation of student activities including
in the implementation of learning.
During the study, there were explicit attempts to
integrate the three social environments of children in
school committees. However, this form cannot run
optimally because of the rare meeting routine.
Usually, the meeting was conducted at the beginning
of the semester or when it will carry out an activity.
Regarding learning, some teachers have the initiative
to use a liaison to find out the activities of children
at home, but the liaison book has not run by
expectations. Some parents are reluctant or forget to
write children's activities at home. The role of
community or public figure in school activities is
still limited to knowing without a follow-up.
“The school just informs the community about
the business, so the role that should be given to
the students is not running maximally
(Interviewed, July 6, 2017)”.
The lack of parents' and community roles will
influence pupil’s competency, especially emotional
control related to children character. Samira et al.
(2015) stated that “to investigate the relationship
between authoritative parenting style and emotional
intelligence among students of bivariate Pearson
correlation test findings indicate a significant
relationship between Authoritative parenting style
and emotional intelligence among student’s spatially
strong relations with girls". Zabihullah and
colleagues (2012) investigate the relationship with
perceived parenting styles and EI and self-
handicapping that reached the conclusion that the
perceived parenting styles and components of
emotional intelligence, strength and style Efficiency
of excitement in people is the most important
predictor of self-handicapping, which is in line with
our results. Dhanajay and Indrajeet (2015) do the
same research on Indian children, the result
indicated that authoritative parenting style was not
all correlated with emotional intelligence of the
boys, girls or students. Though, some components
were correlated with emotional intelligence among
girls were studied. All those previous research
indicate that parenting influences the student
emotional character. It means that family plays in a
vital role for character education.
Educating character has crucial role for student
based on research conducted by Kamaruddin (2012)
that “Character education is not merely to teach
what is right and what is wrong to the child, but
more than that, character education inculcates the
habituation of the good that students understand,
able to feel, and want to do good. Character
education is a mission similar to moral education”.
The role of the school itself is still dominating.
The role of parents and society is still not visible and
real. Parents and the community hold that learning
and education are the school responsibility. Their
contribution is the fulfillment of budget and
licensing of school activities. Also, the insights of
parents, educators, and the community on the
meaning of Tripusat of education principle have not
been optimal for the children competence
development. Education in elementary schools
should involve the three active components for
children development and achieve their
competencies. By implementing the Tripusat of
education principle, the learning in elementary
school will reach the highest level. Collaboration
dan cooperation among parents, school, community
in student activities should be an increase in
optimizing the potential possessed by children both
regarding Knowledge, attitude and character, and
skills.
4 CONCLUSIONS
Tripusat of education principle has been formulated
in the Law on National Education System No 20 The
year 2003, namely informal, formal, and nonformal
education. Implementation of this educational
principle is not optimal. The role of parents and
community in the learning process is still
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